TSCA教学理念在大学英语写作教学中有效运用研究——以G学院为例  

A Study on the Application of TSCA Teaching Concepts to Effective Writing in College English Teaching

作　　者：骆悠悠 LUO Youyou(School of Foreign Languages,Jingchu University of Technology,Jingmen 448000)

机构地区：[1]荆楚理工学院外国语学院,荆门448000

出　　处：《吉林农业科技学院学报》2024年第5期98-101,共4页Journal of Jilin Agricultural Science and Technology University

基　　金：荆楚理工学院大学生创新创业项目(KC202316)。

摘　　要：在大学英语写作教学中,教师利用师生合作评价(Teacher-Student Collaborative Assessment,简称TSCA),不仅可以缓解沉重教学负担,还可以充分挖掘网络资源将学生的课前、课中、课后时间高效运用起来,以达到教学效果的最大化和最优化。本文在TSCA教学理论的指导下进行写作教学实践,从写作态度、写作能力、写作自我效能三个维度对学生的英语写作进行研究分析,进而为大学英语写作教学实践提供参考。In college English writing teaching,teachers can utilize Teacher-Student Collaborative Assessment(TSCA)not only to relieve the heavy teaching load,but also to fully utilize online resources to efficiently utilize students’time before,during and after class to maximize and optimize the teaching effect.Under the guidance of TSCA teaching theory,this paper conducts the writing teaching practice,and analyzes students’English writing from three perspectives:writing attitude,writing ability,and writing self-efficacy,so as to shed light on the practice of college English writing teaching.

关 键 词：TSCA 英语写作 有效评价 

分 类 号：H319.3[语言文字—英语]